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Like most parents, geologist Brain Atwater worries about his daughter's safety. But these days, he has an unusual concern; The public school she 11 in Seattle has unreinforced brick walls, a 12 being easy to collapse during earthquakes. The same 13 of walls crushed hundreds of thousands of people during the 1976 Tangshan quake in China.
A decade ago, Atwater would have paid little notice to schoolroom walls. But over the last several years, he and other scientists have found 14 signs that the Pacific Northwest has experienced giant quakes in the distant past and that the area may be headed for a destructive shock in the near future.
At a meeting of the American Geophysical Union in December, researchers discussed the 15 uncovered evidence of quake potential in the Pacific Northwest. While some remain unconvinced that huge earthquakes—with magnitudes of 8 or higher—do indeed 16 this region, a growing number consider such shocks a serious possibility.
What's worrisome, they say, is that northwestern cities such as Portland, Seattle and Vancouver have not prepared for earthquakes of this magnitude, which could shake the region's 17 centers with enough force to make the recent San Francisco area damage seem 18 in comparison.
"I think it's quite true to say that nothing has really been designed with one of these earthquakes in mind," says seismologist Paul Somerville of Woodward. At the meeting, Somerville and his colleagues 19 estimates of the degree of shaking. Portland and Seattle would suffer during such a 20 earthquake.
A. massive ntly truction layed
E. relatively nds ke
I. structure icipates ssive
M. disturbing lation ented
參考答案
II. F 12. C 13. G 14. M 15. B 16. H 17. N 18. L 19. O 20. A
part 2Personality is, to a large extent, inherent—A-type parents, usually bring about A-type children. But the environment must also have a 11 effect, wince if competition is important to the parents it is likely to become a major 12 in the lives of their children.
One place where children soak up A characteristics is school, which is, by its very nature, a highly competitive institution. Too many schools 13 the " win at all costs" moral standard and measure their success by sporting achievements. The current 14 for making children compete against their classmates or against the clock produces a two-layer system, in which competitive A types seem in some way better than their B-type fellows. Being 15 keen to win can have dangerous consequences: remember that Pheidippides, the first marathon runner, dropped dead seconds after saying; "cheers, we conquer!"
By far the worst form of competition in schools is the extreme 16 on examinations. It is a rare school that allows pupils to 17 on those things they do well. The merits of competition by examination are somewhat 18 , but competition in the certain knowledge of failure is positively harmful.
Obviously, it is neither 19 nor desirable that all A youngsters change into B's. The world needs types, and schools have an important duty to try to 20 a child's personality to his possible future employment. It is top management.
A. enough B. fit asis tical
E. innumerable F. concentrate t tionable
I. profound J. factor tance
M. passion N. emotion
參考答案
II. I 12. J 13. G 14. M 15. K 16. C 17. F 18. H 19. D 20. B 21. D 22. B 23. C 24. A 25. D 26. D 27. B 28. C 29. A 30. C
